To coincide with IIE’s presentation of the inaugural Generation Study Abroad Award at IIE Gala 2014: Celebrating Innovation, IIE is giving you an opportunity to win tickets to see JAY Z and others live in person and to tell us about what study abroad means to you! Please enter to win—and help us double the number of Americans who study abroad.

Each $100 raffle ticket will give you a chance to win a pair of Ultimate Global VIP tickets to the Global Citizen Festival on September 27, 2014 in Central Park, featuring JAY Z, No Doubt, Carrie Underwood, fun., The Roots, Tiësto and other special guests, and take part in the Ultimate Global VIP Experience.

Proceeds from the raffle will benefit IIE's mission to advance international education and access to education worldwide. 

Your Ultimate Global VIP Experience includes:

  

1) Two Tickets to the Ultimate Global (VIP1) Section

  

2) Entry for two into the Official Global Citizen Festival VIP Party

• Access to the Super Exclusive Backstage VIP Area
• VIP Open Bar - Beer, Wine and Assorted Soft Drink Selections
• VIP Catering - Eclectic Selection of Hors d'Oeuvres

3) Exclusive Global Citizen Festival VIP Merchandise

• Limited Edition Lithograph (Created Exclusively for Global Citizen Festival)
• Commemorative Global Citizen Festival VIP Laminate and Matching Lanyard

4) Global Citizen Festival VIP Perks at Central Park

• Separate VIP Entrance and Restroom Facilities

Double your chance to win by joining our ONE WORD campaign on what study abroad or global citizenship means to you!

IIE President and CEO Allan E. Goodman highlights in his latest blog post a few specific ways that IIE has met the compounding global challenges of 2014. "First," Goodman writes, "we save scholars’ lives and with them national academies so that, once conflicts end, education systems can be rebuilt and scholars can return to teaching in them." IIE has also widened access to international educational opportunities through several new and expanded activities.

The Organization for Economic Cooperation and Development (OECD) has released its annual "Education at a Glance" report, featuring data on the structure, finances, and performance of education systems in the OECD’s 34 member countries. Inside Higher Education shares highlights from the data for the United States: 

"The U.S. continues to host more international students than any other country but its share of the population of globally mobile students continues to fall. In 2012, the U.S. attracted 16 percent of all international students, compared to 23 percent in 2000. The total number of students enrolled in a higher education program outside their home country has more than doubled since 2000, climbing to a new high of 4.5 million students in 2012. About half (53 percent) of these students are from Asia."

Sandhya Kambhampati writes in the Chronicle of Higher Education about a recent Brookings Institution report, which looks at more than a million F-1 visas from 2008 to 2012 to get a more detailed understanding of international student destinations in the United States as well as their origins. "Nearly one in three international undergraduate students comes to the United States to study business, management, or marketing," reports Kambhampati. 

University World News recently published a review of Marguerite J Dennis’s book The New College Guide; How to Get In, Get Out, and Get a Job. "The wrong [institutional] choice based on incomplete information or misunderstandings may be both financially and emotionally costly," writes William Patrick Leonard, author of the review. "Marguerite Dennis’ book presents 100 questions that students and parents should aggressively seek to answer as they progress through pre-applicant, enrolled student and employment applicant phases."

IIE is seeking institutions interested in hosting undergraduate students for Academic and Intensive English studies while participating in the Brazil Scientific Mobility Program (BSMP) for Fall 2015. BSMP will be holding a webinar on Wednesday, September 17th from 1:00–2:00 PM EST, which will go over the Host Institution Application FAQs and provide more detailed instructions on the actual application questions.

The U.S. Embassy in Oslo, together with the Arctic Frontiers Secretariat, has announced a unique opportunity for young U.S. citizens with a professional interest in the Arctic to learn more about the region. Arctic Frontiers’ Emerging Leaders program invites young representatives of academia, business, and the public sector to meet with leaders to discuss future development in the High North. Selected candidates will participate in a blend of technical, social and cultural events, accompanied by mentors.

You are invited to submit a contribution to an edited volume to be published by Palgrave Publishers.  The book, International Education at Community Colleges: From Optional to Integral, will highlight the uniqueness of community college international education.  We invite contributions that unpack the changing dimensions of community college international education from that of an optional program to an integral one (King and Fersh, 1992) that is institutionalized as a comprehensive part of the college whole. 

 

Chapters are invited from practitioners and scholars in the field of community college international education who can contribute to a critical understanding of the field by sharing original research on the impact that international education has had for community colleges.  The intent is to have a combination of state-of-the-field reviews, new empirical scholarship, and critical discussions that help to depict variables that account for successful programs and those that are not so successful. All manuscripts will undergo a blind peer-review.  Editors will only consider papers written in English.

  

Expressions of interest should be received by October 24, 2014.  Please submit:

1. Title of chapter
2. Author contact details (position, institution, email, and phone)
3. 500–750 word description of the chapter that includes a description of the theoretical and/or empirical emphasis of the chapter. Theoretical studies create, extend, or modify existing theory and/or grounded theory. Empirical Research reports the results of a study that uses data derived from specific research methods such as actual observation or experimentation. 

International Education at Community Colleges: From Optional to Integral will be edited by 

Rosalind Latiner Raby, California State University, Northridge, and Edward Valeau, Senior Partner ELS group and Superintendent President Emeritus of Hartnell Community College.

Please send chapter proposals and questions to Rosalind Raby at rabyrl@aol.com.

The Language Flagship seeks proposals from U.S. Institutions of Higher Education (IHEs) with existing Arabic language programs and demonstrated experience delivering high-quality undergraduate Arabic language instruction to develop and implement an Undergraduate Domestic Arabic Flagship Program. 

Undergraduate Arabic Flagship Program applications must describe in detail how the proposed Flagship Program will attract and recruit students across the university from a variety of majors and disciplines. Proposals must also demonstrate a clear curricular program and learning pathways for multiple student types, from novice to advanced learners. The proposal must make evident a plan that will enable students to graduate within a four- or five-year period with ILR 3/ACTFL Superior proficiency in Arabic.

As of fall 2014, the Master of Science in Foreign Service (MSFS) at Georgetown University began offering a full-tuition scholarship for a talented graduate student from sub-Saharan Africa.  Georgetown recently announced that Mitchelle Osok is the first recipient chosen for this prestigious award.  Ms. Osok, from Kenya, is a graduate of the University of Nairobi, and comes to MSFS with professional experience in the Kenyan Parliament.

MSFS is a two-year, full-time graduate degree program in international affairs. Students will take courses in international relations, international trade, international finance, statistics and analytical tools, and history. In addition, students choose an area of concentration such as Global Politics and Security, International Development, or Global Business and Finance. 

Special consideration will be given to applicants from Côte d’Ivoire, Ghana, Kenya, Liberia, Nigeria, Senegal, and South Africa.

Through the Fulbright Scholar-in-Residence (S-I-R) Program, U.S. colleges and universities collaborate with scholars from other countries to assist in internationalizing U.S. campuses, curriculum and communities. Fulbright S-I-Rs teach primarily on the undergraduate level and provide a cross-cultural or international perspective to promote curriculum and program development. In addition, Fulbright S-I-Rs are expected to engage in both on-campus and community activities throughout the program’s duration. U.S. colleges and universities apply to host a Fulbright Scholar-in-Residence for either one semester or an academic year. The Scholar can be in most academic disciplines provided that the courses taught offer an international perspective. Institutions can propose a specific candidate by name, or the program can work with U.S. Embassies and Fulbright Commissions abroad to recruit a scholar whose background is appropriate for the proposed activities.

Your institution is invited to learn how S-I-R can help advance its international presence, assist in faculty and curriculum development, and diversify the educational experiences of its students, scholars and surrounding community. Any accredited U.S. institution of higher learning is eligible to apply, but preference is given to Minority Serving Institutions, small liberal arts colleges and community colleges.

To learn more about the program, visit our website, which includes examples of previous S-I-R projects, application instructions, and a program timeline.

The Fulbright Distinguished Awards in Teaching Program, which is sponsored by the U.S. Department of State‘s Bureau of Educational and Cultural Affairs and administered by IIE, seeks to improve mutual understanding among teachers, their schools and communities in the U.S. and abroad. This program allows teachers to go abroad for three to six months to take classes at an international university, observe classes and offer seminars in local schools and complete a project of their own design.

Teachers may travel to: Botswana, Finland, India, Israel, Mexico, New Zealand, Palestinian Territories, Singapore, South Korea, Taiwan, United Kingdom, and Vietnam (additional countries are still pending and will be added to the program website in the coming weeks).

 

Spring and Early Summer Application Deadline: October 7, 2014, 11:59 CST | Application and Program Details

The U.S. Department of State’s Benjamin A. Gilman International Scholarship Program is pleased to announce that students interested in studying or interning abroad in the summer have an opportunity to apply earlier.  The Early Application for Summer 2015 cycle is now open in conjunction with the Spring 2015 application, and has the same submission deadline of October 7th. The Gilman Program is offering this additional application cycle in an effort to support students who may already be preparing for their summer 2015 study abroad program or international internship and would like earlier notification of their status to better plan their financial commitments.  Selected recipients will be notified in February.       

 

The Gilman Program will also continue to offer a summer application for students in January in conjunction with the fall 2015/academic year 2015-2016 application cycle. The deadline for those applications will be the first week in March.  This cycle is ideal for students who are not ready to apply now or will not know of their program acceptance in February.  This round of summer 2015 applicants will be notified in April of their status.  

 

Eligibility requirements remain the same; an applicant must be:

• A United States citizen; 
• Enrolled as an undergraduate student at an accredited two- or four-year U.S. institution;
• Receiving a Federal Pell Grant at the time of application or during the term abroad;
• Participating in a study abroad program or internship that is no less than four weeks (28 days) in one country and no more than an academic year;
• Applying to or accepted into a study abroad program or internship eligible for academic credit by the student's home institution; and 
• Studying or interning in any country not currently under a U.S. Department of State Travel Warning or Cuba

 

For more information, please visit the Gilman website at www.iie.org/gilman.

The Forum on Education Abroad has selected a cohort of U.S. colleges and universities to participate in an Education Abroad Capacity Review program that will assist institutions in planning strategically to increase their number of study abroad participants. The Education Abroad Capacity Review is a customized 6-month Quality Improvement Program (QUIP) exclusively designed for commitment partners in IIE’s Generation Study Abroad initiative to double the number of U.S. students studying abroad by the end of the decade. 

This program offers timely resources for campuses to advance the growth and strategic development of their education abroad goals. In a time when international experience is one of the most important components of a 21st century education, this comprehensive support will enable institutions to expand their study abroad programs and reach their Generation Study Abroad student participation targets.

The selected U.S. institutions include Kansas State University, North Carolina State University, St. Cloud State University, University of California Berkeley, University of California San Diego, and University of Wisconsin-Whitewater.

Beginning in late August, selected institutions will engage in a strategic planning process designed to evaluate their study abroad capacity and assess the enabling conditions and challenges impacting the expansion of their students participating in international experiences. The selected institutions will also receive guidance from Forum-trained external peer reviewers, matched to institutional and education abroad organizational type, as well as customized analysis, advice, and practical strategies for increasing the number of education abroad students. 

Friends of the USA Pavilion Milano 2015, in partnership with the University of Southern California Marshall School of Business, is now accepting applications from American college students to serve as on-the-ground ambassadors for the USA Pavilion at the next world’s fair in Milan, Italy. Now through Oct. 15, 2014, U.S. citizens currently pursuing undergraduate or graduate degrees who are at least 18 years of age are invited to apply online to the Student Ambassador Program to represent the United States next year at Expo Milano 2015.

Through this prestigious program—a partnership between the Friends group, selected by the U.S. Department of State to organize the U.S. presence at Expo Milano, and the USC Marshall School of Business—two groups of student ambassadors will spend three months at the USA Pavilion from May to October 2015. Approximately 120 student ambassadors will be selected and notified by Dec. 15, 2014, with online training scheduled to begin in February 2015. Housing, transportation, stipends, emergency medical insurance and other services will be provided through this program. Following their three-month assignment, students will receive a certificate of completion.